SF 395 
.M45 
Copy 1 



UNITED STATES DEPARTMENT OF AGRICULTURE 




s\^'^^u 



BULLETIN No. 646 

Contribution from the States Relations Service 
A. C. TRUE, Director. 




Washington, D. C. 



PROFESSIONAL PAPER 



April 8, 1918 



LESSONS ON PORK PRODUCTION FOR ELEMEN- 
TARY RURAL SCHOOLS/ 

By E. A. Miller, Specialist in Agricultural Education. 



CONTENTS. 



Introduction 1 

Lesson 1 2 

II 6 

III 9 

IV 12 

V 13 



Page- 
Lesson VI 15 

VII 17 

VIII 18 

IX 21 

Boys' pig clubs 25 



INTRODUCTION. 

Importance. — The growing of hogs is recognized as one of the most 
important phases of the hve-stock industry. The value of hogs as 
meat-producing animals is attested by the facts that they are grown 
on 70 per cent of farms and that they constitute so large a part 
of the number of all farm animals. The United States Department 
of Agriculture Crop Report gives the following interesting figm'es 
with reference to the number of each kind of the leading farm animals 
in our country on January 1, 1917: Hogs, 67,453,000; sheep, 
48,483,000; milch cows, 22,768,000; other cattle, 40,819,000; horses 
and mules, 25,765,000. 

Educational value. — The great importance of the subject as indi- 
cated in the previous paragraph and the readiness with which it 
lends itself to the teaching of the principles of breeding, feeding, and 
management of farm animals give it unusual educational value. The 
application of these principles in connection with hogs may be studied 
and observed in the brief period of one year. Its educational value 
is recognized by school officials and extension workers and it is being 
made use of as a home project and as a phase of club work. 

It is with a view to introducing into the schools in a definite way 
the study of this important phase of animal husbandry that the fol= 

' Prepared iinder the direction of C. H. Lane, Chief Specialist in Agricultural Education. 
Note.— This bulletin is intended for the use of teachers of elQiUQutary agricvUtvure. 
27820"— 18— Bull. 646 1 ^^i, 



2 i^ULLETIN 646, U. S. DEPARTMEl^T OF AGRICULTURE. 

lowing lessons are outlined. Each lesson topic affords ample material 
for one or more recitation periods. 

Practical exercises. — The principles set forth in these lessons should 
be given practical appUcation by the pupils in the growing of pigs at 
home. Such practice is usually denominated ''home project" work. 
Suggestions in this connection under the heading ''Practical exer- 
cises," are given with each lesson. Each member of the class should 
have charge of one or more pigs or assume responsibility for the care 
of hogs at home. 

References. — The publications referred to may be had from the 
United States Department of Agriculture, Washington, D. C, so long 
as available. Teachers and pupils should wiite to the State college 
of agriculture for pubhcations on the subject. AU reference material 
possible should be secured at the beginning of the year. 

Correlations. — Some suggestions are made in connection with each 
lesson topic as to the utiUzation of this subject in vitalizing the other 
subjects in the school curriculum. These correlation suggestions are 
not intended as a part of the lesson in connection with which they 
appear, but should be used \\dth recitations in the other subjects. 
Teachers in rural schools should take advantage of every opportunity 
to give purpose to school instruction by connecting it with the prob- 
lems at the homes of the pupils. 

Note to the teacher. — To make most effective the teaching of the lesson topics 
found in this publication the following points should be kept in mind and observed: 
(1) A monthly or seasonal sequence plan should be followed in the presentation of 
topics; (2) simple classroom exercises such as the working out of feeding rations 
should be performed; and (3) members of the class should carry on home work with 
pigs for profit. To have real educational value this home work should meet the 
following requirements: (a) The work with pigs should be a part of the regular instruc- 
tion in agriculture; (6) a definite plan should be followed in raising, feeding, and 
managing pigs; (c) the parents of pupils should agree to and approve the home work 
of pupils; {d) the home work should be carefully supervised by some competent 
person; and (e) detailed records of labor, methods, expenditures, and incomes should 
be kept and reported upon in writing by the pupil. 

LESSON I. 

TOPIC: TYPES AND BREEDS. 

Time. — Early fall. 

Lesson outline. — There are two types of swine, namely, the fat or 
lard type, and the bacon type. Both types are found to a greater or 
less extent in most parts of the country and are the outcome of local 
conditions rather than market requirements. The lard type prevails 
in sections where corn is used as the principal feed, and the bacon 
type is generally found on farms where corn is scarce and market 
conditions warrant the production of this type of hog. 

The lard type (fig. 1 ) of hogs is one which has a compact, thick, deep, 
smooth body and ia capable of fattening rapidly and nxatixring early, 



D. of D. 
^PR \7 1918 



"D^ 



PORK PEODUCTION FOR RURAL SCHOOLS. 3 



The hams, back, and shoulders are the most valuable parts and should 
be developed to the greatest possible extent. The whole bod}^ of the 
animal should be covered with a thick layer of flesh representing the 
extreme development of meat production. This type of hog, under 
good conditions, should weigh 200 pounds or more when 7 to 9 
months of age. This is the most popular market weight. Due to 
the facts that corn is the most abundant hog feed and lard hogs 
mature very early, this type predominates. 

The most popular breeds of the lard type are the Berkshire, the 
Poland-China, the Duroc-Jersey, the Chester White, and the Hamp- 
shire. 

The Berkshire had its origin in England and takes its name from 
a shire or county by that name. The color is black with white mark- 




Fig.l.— The lard type. 

ings in the face, on the feet, and on the tip of the tail. The face is 
moderately dished and the snout is of medium length. The ears are 
usually erect, though they may incline forward in aged animals. 

The Poland-China originated in Butler and Warren Counties, Ohio. 
The breed takes its name from the two breeds from the crossing of 
which it is supposed to have resulted, namely, a Poland breed and a 
Chinese breed. The color is black with white on feet, face, and tail. 
The face is nearly straight and the jowl is full and heavy. The ears 
should be firmly attached with the tip drooped. 

The Duroc-Jersey had its origin in the blending of two red breeds, 
the Jersey Reds of New Jersey and the Durocs of New York. The 
color is cherry or yeUowish red. The face is slightly dished, the snout 
is of medium length, and the ear is drooped. 



BULLETIN tU(), U. S. DEPARTMENT OF AGRICULTURE. 



The original Chester White had its origin in Chester County, Pa., 
hence the name. There are two other strains kno^vn as the Iniproved 
Chester Wliite or Todd's Improved Chester White, and the Ohio 
Improved Chester \Miite, commonly known as the OIC strain. 
The color is white. The face is straight; the snout is usually longer 
than that of the Poland-Cliina. The ear is drooped. In general 
conformation the Chester Wliite and Poland-China are very much 
ahko. 

Tlio Hampsliire breed was formerly known by the name of Thin 
Rind. The breed seems to have had its ongin in Hampshire, England. 
The color is black with a white belt 4 to 12 inches wide encircling the 



I 



t 



m 








P'iG. 2.— The bacon type. 

body and including the forelegs. The face is straight and the ear 
inclines forward but does not droop. 

The bacon t3rpe (fig. 2) differs from the lard type in that the 
animals are more active, have longer legs and stronger bones, and do 
not carry as much fat as the latter. Their bodies are longer than 
those of the lard hogs. The hams and shoulders are light but the 
bodias are deep and wide. The most popular market weight ranges 
from 175 to 200 pounds. 

The most common breeds of this typo are the Tamworth and the 
Yorksliiro. 

The Tamworth is of English origin and takes its name from Tam- 
worth in Staffordshire. The color varies from a golden red to a 
chestnut shade. The face is practically straight, the snout is lon^ 
and straight, and the ear is inclined shghtly forward. 



PORK PRODUCTION FOR RURAL SCHOOLS. 



Tlie large Yorkshire breed originated in England and takes the 
name of the shire of that name. The color is white. The face is 
slightly dished and the snout is of medium length. The ears arc 
large and erect, but may incline forward in old animals. 

Study questions. — Name the types of hogs. Give the distinguish- 
ing points of each t3^e. Name the leading breeds of each type. 
Briefly describe each breed. What other breeds are found in the 
community? Describe each. To which type does each belong? 
For what purposes are hogs grown in the community ? Home meat 
supply? Market? 

References. — Farmers' Bulletin 765. 

Practical exercises. — ^^lake a hog survey of the community, using 
the accompanjdng table for tabulating the facts collected. 



Name of pupil 



Community Hog Survey 
Date 





Males. 


Sows. 


Small pigs. 


Large pigs. 


Total. 






Nura- 
btr. 


Value. 


Num- 
ber. 


Value. 


Num- 
ber. 


Value. 


Num- 
ber. 


Value. 


Num- 
ber. 


Value. 


Notes. 


rurchrcd. 
























Poland-China 




[ 






1 












. 1 


Chester White 
















;;: : ;;.::::!::.::.. 


1 i 






1 


TTnmnshirc' 









1 


Grades. \ \ 

"Rprtsihirp 








" 




[ 


Poland-China 






1 1 








1 


Chester White 






i 






1 


Yorkshire 


1 






Scrub i ' 


Grand total 


1 






i 1 i 1 1 1 1 1 . 1 





Correlations. — Few people know how to make tabulations of facts 
or to interpret statistical tables made by others. Exercises of this 
kind can be made a most important part of the written work of the 
pupils. Such work is provided in the foregoing ''practical exercise." 
In addition to written work, facts are provided by such a tabulation 
for exercises in arithmetic adapted to the advancement of the pupils. 

Compare the geographical conditions of the community with those 
sections in wliich various breeds of hog.s originated. 

Kequiie the pupils to make sketches of the different breeds of hogs 
found in the community, placing special emphasis upon the charac- 
teristic features of each breed. 



6 BULLETIN 646, U. S. DEPARTMENT OF AGRICULTURE. 

LESSON n. 

TOPIC: HOUSES. 

Time.— Early fall. 

Lesson outline. — Location: A well-drained site should be selected 
and, if possible, should have sufficient elevation to give the hogs a 
climb in reaching it. If practicable the house should occupy the 
south side of a hill. 

Principles of construction: Four important things should be 
observed in hog-house construction; namely, light, ventilation, 
warmth, and cleanliness. Light is provided by placing the house 
along a north and south line and by putting in suitable doors and 




Fig. 3. — Large or community house. 

windows. Doors, windows, and roof ventilation furnish a proper 
interchange of air. Hogs need good ventilation as well as people. 
A well-constructed house with good floor and bedding provides 
sufficient warmth. 

Let it 1)0 remembered that the hog has little natural protection 
from cold; hence the necessity for comfortable quarters. Cement 
makes a satisfactory floor, but in colder climates must be covered 
with wooden false floors. A good floor makes it much easier to keep 
the house clean. The arrangement of the house should be such that 
the hvAs and feed floors are well separated. 

Kinds of houses: There are two general classes of houses — large 
community or stationary (fig. 3), and small individual or movable 
(fig. 4). The large house has individual pens and is intended for 



PORK PBODUCTION FOR RURAL SCHOOLS. 7 

quite a number of hogs. The advantages of the large house are: 
It is more economical for a large number of hogs; it is convenient 
for feeding and affords provisions for saving manure. If the house 
is to be quite large it is usually advisable to arrange the pens in two 
rows with an aUey way between. The alley should be 4 to 6 feet 
wide unless it is desirable to have space for the passing of a wagon. 
In that event the alley should be 8 to 10 feet wide. 

The individual house, as the name suggests, is intended for one hog 
or for a sow and her brood. One decided advantage of the individ- 
ual or portable house is that it can be moved from place to place 




Fig. 4.— Individual or colony house. 

and can thus be kept sanitary and made accessible to pastures. 
There are two general styles of individual houses, namely, the box- 
shaped with four upright walls and the A-shaped. The dimensions 
should be 6 feet by 10 feet, or 8 feet by 8 feet. Wooden floors are 
good, but not necessary. The floor should be higher than the outside 
level of the ground, to insure dryness. All houses should be suf- 
ficiently high to permit the attendant to move about them with 
comparative freedom. By placing fenders on the walls a few inches 
from the floor, individual houses may be used for farrowing pens. 

Farrowing pens : When a number of sows are kept on a farm it may 
be desirable to have a regular farrowing pen. A small house pro- 



8 



BULLETIN 646, U. S. DEPARTMENT OF AGEICULTtJRE. 



vided with fenders (fig. 5) serves as a farrowing pen. Fenders may- 
be made of 2 by 6 inch scantUng and firmly attached to the walls 
of the pen some 6 inches above the floor. The object of the fender 
is to prevent the sow overlying young pigs. 

Study questions. — What constitutes a good location for a hog 
house? What are the essentials of a good hog house? Name, 
describe, and give advantages of the different kinds of hog houses. 
What kinds of hog houses are found in the community? Which 
kind is most commonly used? Which seems most satisfactory? 

References. — Farmers' Bulletins 438 and 566. 




Fig. 5.— a small house provided with fenders. 

Practical exercises. — (1) Take the class to visit a modern hog house 
in the community. Take notes on its location, construction, purpose, 
and accessories. Make a sketch of the general plan and arrangement. 
(2) When a visit is impraclicablo, have members of the class make 
written reports covering points mentioned in Exercise 1 as to hog 
liouses at their own homes. (3) Pig-project members should provide 
proper housing for their pigs. The individual house is suitable for 
])ig-projoct work. 

Correlations. — Written work and drawing work arc provided in the 
practical exercises. 

.Vritlimetic: Finding the amount of material, its cost, and the cost 
of construction of the hog house visited or the houses reported upon 
by the members of the class provides splendid exercises in arithmetic. 



POKIv PRODUCTION FOR RURAL SCHOOLS. 



9 



LESSON III. 



TOPIC: SWINE JUDGING. 



Time. — Fall. Before fairs. 

Lesson outline. — Purpose: To know that a hog possesses the neces- 
sary qualities for laying on fat or producing good bacon, or for trans- 
mitting such qualities to its offspring is important in connection with 
profitable s\vdne production. There are certam characteristics 
peculiar to the fat or lard type of hog and the same is true of the bacon 
type. Those either directly or prospectively interested in swine 
production should be able to recognize those characteristics. Hence 
the necessity for judging swine. 




Fig. 6.— Parts of the hog: 1, snout; 2, eye; 3, face; 4, ear; 5, jowl; 6, neck; 7, shoulder; 8, foreleg; 9, hind- 
leg; 10, breast; 11, chestline; 12, back; 13, loin; 14, side; 15, tail; 16, fore flank; 17, hind flank; 18, hip; 
19, rump; 20, belly; 21, ham; 22, stifle; 23, hock; 24, pasterns; 25, dewclaws; 26, foot. 

Parts of the hog (fig. 6): Before attempting the use of the score 
card the pupils should become familiar with the locations and names 
of the parts of the hog. The accompanying diagram with its legend 
should be studied carefully before using the score card. 

The score cards : These are merely guides in making detailed studies 
of the hogs. Arbitrary values are assigned to the various points to 
emphasize their relative importance. The accompanying score 
cards should be studied carefully to enable the pupils to become 
familiar ^vith them before attempting to use them. As much practice 
as possible should then be given in judging both fat and bacon 
types of hogs. The teacher should arrange for visits to farms of the 
community where pure-bred hogs are kept. 
27820°— 18— Bull. 646 2 



10 BULLETIN 646, U. S. DEPARTMENT OF AGRICULTURE. 

SCORE CARDS. 

Score Card for Lard Hogs. 
Breed Name Register No. 



General appearance, 36: 

Weif^ht, score according to age 

Form, deep, broad, low, long, symmetrical compact, standing 
squarely on leu's - - 

Qualitv, hair silky; skin fine; bone fine; flesh smooth, mellow, and 
free from lumps or wrinkles 

Condition, deep, even covering of flesh, especially in regions of val- 
uable cuts 

Head and neck, 6: 

Snout, medium length, not coarse 

Eves, full, mild , bright 

Face, short , cheeks full 

Ears, fine, medium size, soft 

Jowl, strong, neat, broad 

Neck, thick, medium length 

Fore quarters, 10: 

Shoulders, broad, deep, full, compact on top 

Breast , advanced, wide 

Legs, straight, short, strong; bone clean; pasterns upright; feet 

medium size 

Bod V, 30: 

Chest, deep, broad, large girth 

Sides, deep, lengthv, full: ribs close and well sprung 

Back, broad, straight . tliickly and evenly fleshed 

LoLn, wide, thick, straight • 

Belly, straight, even 

Hind quarters, 18: 

Hips, wide apart , smooth 

Rump, long, wide, evenly fleshed, straight 

Ham^ heavily fleshed, plump, full, deep, wide 

Thighs, fleshed close to hocks 

Le'-^s, straight, short, strong; bone clean; pasterns upright: feet 
medium size 



Total. 



Perfect 
score. 



100 



Student's 
score. 



Corrected 
score. 



Remarks 

Name of pupil 



Date. 



PORK PRODUCTION FOR RURAL SCHOOLS. 



11 



Breed . 



Score Card for Bacon Hogs. 
Name 



Register No. 



Perfect Student's Corrected 
score. score. score. 



General appearance, 36: 

Weight, 170 to 200 pounds, largely the result of thick covering of firm 



Form, long, level, smooth, deep, 
be 



Qualitj^, hair fine, skin thin; bone fine; firm, even covering of flesh 
without any soft Inmches of fat or wrinkles 

Condition, deep, uniform covering of flesh, especially in regions of 

valuable cuts 

Head and neck, 6: 

Snout , fine 

Eyes, full, mild, bright 

Face, slim 

Ears, thin, medium size 

Jowl, light , trim 

Neck, medium length, fight 

Fore quarters, 10: 

Shoulders, free from roughness, smooth, compact, and same width 
as back and hind quarters 

Breast, moderately wide, full 

Legs, straight, short, strong; bone clean; pasterns upright, short; feet 

medium size 

Body. 34: 

Cnest, deep, full girth 

Back, medium and xmiform in width, smooth, sliehtly arched 

Sides, long, smooth, level from beginning of shoulders to end of hind 
quarters. The side at all points should touch a straight edge run- 
ning from fore to hind quarter 

Ribs, deep 

Belly, trim, firm, thick without any flabbiness or shrinkage at flank. . 
Hind quarters, 14: 

Hips, smooth, wide; proportionate to rest of body 

Rump, long, even, straight, rounded toward tail 

Ganunon, firm,rounded,tapering, fleshed deep, and low toward hocks. 

Legs, straight, short, strong, feet medium size; bone clean; pasterns 
upright 



Total. 



100 



Remarks. 



Name of pupil Date 

Study questions. — Wliat is the purpose of judging swine ? Wliat ii 
a score card ? What are the characteristics of a good fat or lard hog ? 
Bacon hog ? What are the purposes of the fat or lard hog ? Bacon 
hog? In what respects do the two types differ? Which is better 
adapted to the community? Have each member of the class make 
an outline diagram showing the parts of the hog. Name the parts. 

References. — Farmers' Bulletin 566. Get State agricultural college 
pubhcations. 

Practical exercises. — -(1) The teacher should arrange to give mem- 
bers of the class practice in judging different breeds of pure-bred hogs 
in the community. Where practicable, secure the assistance of the 
county demonstration agent or some person especially quaUfied in this 
respect. The class should judge the pigs owned by project members. 

(2) If a community or county fair is conducted the teacher should 
take advantage of it to give the members of the class an opportunity 
to study and judge the best hogs in the community or county. 

Correlations. — Require the members of the class to make several 
copies of the score cards for their personal use. 

Making outline diagrams of hogs showing tne parts of the hog 
affords practice in drawmg. 



12 BULLETIN 646, U. S. DEPARTMENT OF AGEICULTURE. 

LESSON IV. 

TOPIC: FATTENING MEAT HOGS. 

Time. — Early fall. 

Lesson outline. — It is too expensive to fatten liogs entirely on corn 
and other concentrated feed; hence the necessity for fall pastures and 
other supplementary feed. During the first part of the fattening 
period the hogs should have access to good pastures such as cowpeas, 
soy heans, or peanuts in the South, and alfalfa or clover in the North 
and West. During this period some concentrated feed should be used 
to supplement the pastures. It is estimated that fattening hogs when 
on good pasture should be fed about 2 to 4 per cent of their weight 
daily of concentrated feed. After the pastures are exhausted the 



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HjHj 


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H 






^^^^^^BI^^Sp""fc^^^^^^HHHHB^^^BH^^^B 



Fig. 7.— "Hogging down" com. 

hogs should be placed in a small lot and finished off with concentrated 
feed. During the finishing off period the animals should receive 
daily 4 to 6 per cent of their weight of concentrated feed. 

The practice of '^hogging down" corn (^g. 7) has come to be a 
desirable method of fattening hogs in some sections. The advantage 
of this method is that the farmer's time is not consumed in gathering 
and feeding the corn to the hogs. To balance the ration and supply 
succulent food, it is well to grow with the corn such crops as cowpeas, 
soy beans, peanuts, rape, pumpkins, and the like. Where peanuts, 
cowpeas, or soy beans can not be grown it is necessary to feed the hogs 
alfalfa hay to balance the ration during early stages of the fattening 
period. 

When hogs are being finished off in a small lot corn will, as a rule, 
constitute the principal part of the ration, yet it should be supple- 



PORK PRODUCTION FOR RURAL SCHOOLS. 13 

mented with nitrogenous and succulent feeds. The following com- 
binations are suggested as rations : 

1. Corn, 2 parts, wheat middlings, 1 part. 

2. Corn, 2 parts, soy-hean meal, 1 part. 

3. Corn, 5 parts, linseed meal, 1 part. 

4. Corn, 9 parts, tankage, 1 part. 

5. Corn, 1 part, wheat middlings 1 part, skim milk, 6 parts. 
Hogs should be kept clean, ample fresh water supplied, and smal 

quantities of succulent feed provided during the finishing-off period. 

Study questions. — What forage crops are grown in the community 
as grazing crops for hogs ^ What concentrated feeds are used to 
supplement corn for fattening hogs during the finishing-off period? 
Have each member of the class submit a statement showing the 
method of fattening practiced at his own home. This should include 
the pasture crops, the feed used to supplement pastures and the 
rations fed during the finishing-off process. 

References. — Farmers' Bulletins 874, 411, and 913. Write to the 
agricultural college of the State for bulletins on the feeding or fatten- 
ing of hogs. 

Practical exercises. — (1) Students carrying on home projects with 
hogs should have pasturage for their hogs that are to be fattened. 
Select the pigs to be fattened. Make out rations of concentrated 
feeds, using those food materials that can be used most economically. 
These will usually include home-grown feeds. 

(2) Members of the class that are not carrying on home projects 
with pigs should assume charge of the feeding and care of the fattening 
hogs at home. If feeding is to be done intelligently the hogs should 
be weighed at the beginning of the fattening period and at intervals 
of a week or 10 days thereafter. The weights of the hogs provide a 
basis for calculating the proper amount of feed. 

Correlations. — Written reports of methods employed in fattening 
hogs at the homes of the pupils provide language work. 

Calculating rations and the amounts of different kinds of feed 
needed to fatten the hogs of project members or at the homes of 
pupils provides interesting exercises in arithmetic. The cost of the 
materials used in the rations should be based on local prices. 

LESSON V. 

TOPIC: SELECTING BREEDING STOCK. 

Time. — Late fall or early winter. 

Lesson outline. — Importance of the brood sow: Influence of the 
sow upon the offspring is just as great as that of the male. Mis- 
mating or a poor sow will not only give unsatisfactory results in 
breeding, but it will likely discourage the beginning breeder. This 
latter fact would be especially true of a youth carrying on a home 
project with swine. 



14 BITLLETIN 646, U. S. DEPARTMENT OF AGRICULTURE. 

Qualities of a good sow: If possible, secure a pure-bred animal of 
a good strain. The forehead should be broad, the throat clean and 
trim, the neck moderately thin, the shoulders smooth and deep, the 
back wide and straight, the chest wide and deep, sides straight and 
deep, the body long and capacious, pelvic region broad and well 
developed, legs straight and moderately short, and a generally refined 
appearance; yet overrefinement may indicate a delicate constitu- 
tion. 

If a number of brood sows are to be used they should be uniform 
in type. This is necessary to secure a uniform lot of pigs. It is 
very unsatisfactory and unprofitable in breeding to have litters of 
pigs varying in appearance and lacking uniformity. To insure a 
uniform result it is advisable to select sows from a weU-established 
strain of hogs. 

Importance of the male: As was indicated in the case of the sow, 
both parents have practically the same influence on the quality of 
the offspring; however, the male has the greater influence on the 
entire herd, since every pig is sired by the male, whereas all pigs do 
not have the same dam. 

While too much stress can not be placed on the importance of the 
sow, if possible the male should be superior to the sow. Regardless 
of the type of the sow, a poor male should never be used. 

Qualities of a good male: Secure a pure-bred animal of a good 
strain. The masculine characteristics should be strongly developed, 
especially in the head and neck; the back should be broad, arched 
and deeply fleshed; sides deep and long; .quarters well developed; 
legs straight and strong. The animal should stand well up on his 
toes. 

Mating: Overrefined sows should be mated to rather masculine 
males, and coarse sows should be mated to males of high quality in- 
dicated by fine bone, skin and hair. 

Study questions. — Compare the importance of the sow and the male. 
If there are pupils in the class doing home project work with pigs, 
have them compare their brood sows with the qualities set forth as 
desirable. If members of the class contemplate buying a brood sow 
or securing the services of a male, they should apply the standards 
set forth in the lesson. 

References. — Farmers' Bulletins 874 and 566. 

Practical exercises. — (1) Members of the class who are beginning 
home projects with swine should select and secure their breeding 
stock. (2) Those who have grown a litter of pigs should select the 
animals best adapted to breeding purposes and dispose of them as 
such. Other pigs should be fattened for meat or disposed of for 
that purpose. 

Correlations. — Have pupils write a brief description of a desirable 
brood sow. 



PORK PRODUCTION FOR RURAL SCHOOLS. 16 

LESSON VI. 

TOPIC: DRESSING AND CURING MEAT. 

Time. — ^Midwinter. 

Lesson outline. — Dressing. Killing: This is done by inserting a 
knife with a narrow straight blade 8 inches long into the hog's throat 
just in front of the breastbone. The point of the knife should be 
directed toward the root of the tail in line with the backbone. When 
the knife has been inserted 6 or 8 inches it should be given a quick 
turn and withdrawn. 

Scalding and scraping: In scalding the best results are had by 
using water at a temperature of 185° to 195°. Boiling water placed 
in a cold barrel is ordinarily reduced to a proper temperature. If 
the water is too cool much time is required in removing the hair and 
if it is too hot the hair is likely to set. A shovelful of hard wood ashes, 
a lump of lime, a handful of soap, a little pine tar or tablespoonful 
of lye helps to loosen the hair. 

The hog should not be scalded before life is extinct or the surface 
blood will be cooked, giving the body a reddish tinge. While being 
scalded the hog should be kept constantly moving. As soon as the 
hair and scurf slip easily from the surface scalding is complete. If 
the water is too hot scald the hind end first; if not, scald the front 
end in order to get a good scald on the head, which is difficult to 
clean. Clean the head and feet first. The hands and a knife or a 
candlestick scraper are all that are necessary to remove the hair. 
After the hair is practically all removed rinse the body with hot 
water and shave the remaining hairs with a sharp knife. Raise the 
gambrel cords, insert the stick and hang up the hog. 

Removing the entrails: Split the hog between the hind legs, 
separating the bones by cutting tlirough the joint with a knife. 
Next run the knife down the middle line of the body, guiding with 
the right hand and shielding the point with the left hand. Split 
the breastbone with a knife or an axe and continue the cut on down 
to the chin. Remove the entrails. Open the jaw and insert a small 
block to allow free drainage. Wash out all the blood with cold 
water. The carcass should now be allowed to cool over night. If 
the weather is warm remove the backbone to hasten cooling. 

Cutting (fig. 8) : Pork may be cut as soon as thoroughly cool. 
Remove the head back of the ears, remove the backbone and the 
sparerib, cut off the shoulders between the fourth and fifth ribs, and 
cut off the hams 2 inches in front of the pelvic bones. Trim the 
hams to smooth rounded pieces. Remove the fat from all parts and 
take out the loin. Cut the sides into two or three pieces. 

Curing meat: The meat should be allowed to cool thoroughly before 
it is salted. If the weather is cool, 24 to 36 hours is sufficient time 
to allow for this purpose. 



16 BULLETIN 646^ U. S. DEPARTMEHT OF AGRICULTURE. 

A clean hardwood barrel is a suitable vessel in which to cure meat. 
To insure cleanliness, scald the barrel thoroughly. Salt, saltpeter, 
and sugar or molasses are used most commonly as preservatives. 
Too much saltpeter should not be used, as it is harmful to the health. 
Two to four ounces per 100 pounds of meat is as much as it is well to 
use. Salt and saltpeter have a tendency to dry out and harden the 
meat, hence by adding a little sugar or molasses the meat is softened 
and the flavor is improved. For each 100 pounds of meat use 5 pounds 
of salt, 2 pounds of granulated sugar, and 2 ounces of saltpeter. Mix 
them thoroughly and rub the meat once every three days with a third 
of the mixture. 

The brine-cured meats are considered best for farm use. Brine is 
less troublesome and at the same time gives better protection against 
insects and vermin. During warm weather brine should be watched 




Fig. 8.— Cuts of pork: 1, head; 2, shoulder; 3, loin; 4, belly; 5, ham. Pure-bred Berkshire barrow. 

carefully. If it becomes ropy it should be reboiled or new brine made. 
Ten pounds of salt, 2 ounces of saltpeter dissolved in 4 gallons of 
boihng water should be used to each 100 pounds of meat. Cool the 
brine before pouring it over the meat. Meat should remain in the 
brine three to four days for every pound of meat in each piece. 

After the meat has been cured thoroughly by one of the foregoing 
methods it should be smoked. The meat should be washed thor- 
oughly and permitted to drip before the smoking process begins. The 
smoke should be provided by a slow fire of some hard wood, such as 
green hickory or maple. In the winter months the smoke should be 
kept going continuously until the smoking is completed. During the 
spring and summer a light fire should be kept going a day at a time 
every two or three days. This intermittent smoking should be kept 
up for two weeks, then provide a continuous smoke for 24 to 36 hours 
and the smoking is completed. 

Study questions. — Secure a written report from each member of the 
class covering the following: How are hogs butchered ? What devices 



POEK PRODUCTION FOR RURAL SCHOOLS. 17 

are used in scalding and in elevating the carcass for dressing ? What 
instruments are used in dressing the carcass and in cutting up the 
meat? What vessels are used in which to cure the meat? What 
preservatives are used for curing ? Give the proportions of the pre- 
serving materials used. 

References. — Farmers' Bulletin 913. Write to the State agricul- 
tural college for publications on dressing and curing meat. 

Practical exercises. — Make a study of the community's pork pro- 
duction: (a) How many hogs butchered at each farm? {}>) The 
dressed weight of each hog ? (c) The total weight of the hogs dressed 
on the farms of the community ? {d) The value at local prices of the 
pork dressed in the community? (e) The amount of dressed pork 
sold and shipped out of the community? (/) The number and 
value of all the fat hogs sold and shipped out of the community? 
Tabulate these facts. 

Correlations. — Collecting and tabulating the facts called for in prac- 
tical exercises provide language and arithmetic exercises. 

Geography: Does the community produce its supply of pork? If 
not, in what markets is it purchased ? The returns from what money 
crop are spent for pork? If the community has a surplus of pork, 
in what markets is it sold ? Are other products bought in the same 
markets ? Could they be home grown ? 

LESSON VII. 

TOPIC: sow AND PIG MANAGEMENT. 

Time. — Spring or fall. 

Lesson outline. — Care and feed of the sow: Many farmers have their 
sows farrow during the months of March and April and in the early 
lall months in the South. Since the weather is often severe in north- 
ern sections during March and April, care should be taken to protect 
the sow from cold. Give her enough straw to make a warm bed, but 
not so much as to allow the little pigs to get covered and crushed. 
The sow should have clean water but nothing else for the first 24 
hours after the pigs arrive. 

On the second day a thin bran mash or skim milk will be relished. 
Feed moderately for the first week. A mixture of two parts of corn 
and one of middlings may be fed in increasing amounts until the 
sow is eating a full feed. If skim milk can be fed in addition to the 
grain, there is nothing better to make the sow give a full flow of milk. 
Another good grain mixture for the sow at this time is six parts of 
corn and one of oil meal. If skim milk is available, the sow will do 
weU on 4 pounds of milk to 1 of corn. A fuU grain ration for a day 
should never be more than 4 per cent of the sow's live weight. If the 
sow can be put on alfaKa, clover, bluegrass, or rape pasture, less 



18 BULLETIN 646, U. S. DEPAETMENT OF AGRICULTUEE. 

corn will be required. A corn ration of about 2 per cent of the sow's 
live weight with good pasture makes a cheap and adequate supply. 

Care and feed of the young pigs : As soon as the little pigs begin to eat 
they will do best if fed additional slop in a separate pen and away from 
their mother and the larger pigs. This can be done by having a pen 
or a lot where choice clover or other forage crop is growing to which 
the pigs may have access, but where the opening is so small that the 
larger pigs can not pass through. When the young pigs are from 8 
to 10 weeks old they should be weaned. This often causes a serious 
check in their growth, but should not do so. When it is desirable 
to wean the pigs put the mother in a pen leaving a creep for the pigs. 
Feed the sow sparingly; give water instead of slop and have the 
grain ration dry. While the sow is receiving a maintenance ration 
the pigs should be fed all they will consume without waste. A ration 
consisting of such feeds as skim milk, middlings, corn, and green 
forage will satisfy the pigs' appetites and simplify the weaning. 

Study questions. — What advantages are there in having sows far- 
row during the early spring months? What precautions should be 
taken to protect young pigs from severe weather ? Give directions 
for the care of the sow after the arrival of the pigs. Give directions 
for the care of the pigs until weaned; after weaning. 

References. — Farmers' Bulletins 874 and 566. Secure State agri- 
cultural college publications on the subject. 

Practical exercises. — (1) Students who have home projects with 
swine should secure a pig and begin to give it attention. If it is the 
purpose of the boy to go into the work more extensively he should 
have a sow and litter of pigs to care for. Observe instructions in 
this lesson. 

(2) Boys in the class who are not carrying on projects with pigs 
should assume responsibility for the care of a sow and litter of pigs 
from the time the pigs arrive until they are weaned. 

Correlations. — Arithmetic: The entire expense in connection with 
the project should be kept. In projects including a sow and litter 
of pigs, the feed of the sow should be charged against the pigs until 
the pigs are weaned. Cash accounting with the growing of the pigs 
provides exercises in arithmetic. 

LESSON VIII. 

TOPIC: FORAGE CROPS. 

Time. — Spring. 

Lesson outline. — Importance: The successful and economical pro- 
duction of pork depends in a large measure upon good permanent 
pastures supplemented by other forage crops. There should be on an 
average 1 acre of permanent pasture for each brood sow kept. Green 
forage is little more than a maintenance ration, and if rapid gains are 
desired hogs should have a liberal allowance of grain. Growing 



PORK PRODUCTION FOR RURAL SCHOOLS. 



19 



forage crops and grazing them off is a good method of improA'ing 
soils lacking in organic matter. 

Kinds of crops: (a) For the cotton belt Bermuda, bur clover, 
white clover and Lespedeza make good permanent pastures. These 
should be supplemented by small grains and rape for winter, crimson 
clover and vetch for spring, cowpeas (fig. 9) and sorghum for summer, 
corn with soy beans, velvet beans or peanuts for fall. (6) For the 
Central and Middle Atlantic States, including the bluegrass region, 
bluegrass should be used largely for permanent pasture. It should 
be supplemented by rye (fig. 10) for winter, rape (fig. 11) for spring, 
red clover for spring and summer, corn with soy beans and rape for 




Fig. 



-Grazing cowpeas. 



fall, (c) For the Northern and Eastern States bluegrass or redtop 
provides permanent pasture. Supplementary grazing should be 
furnished by oats and peas for spring, rape and red clover for sum- 
mer, and early field corn for fall, id) For the West grazing is fur- 
nished by alfalfa and corn. Corn should be ^'hogged down." 

Study questions. — What is the value of the permanent pasture? 
Why are supplementary crops necessary? What grazing crops are 
used in the community for permanent hog pastures ? What supple- 
mentary grazing crops are grown? Make out a list of seasonal 
succession crops for supplementary grazing adapted to the com- 
munity. Compare this list with the crops suggested for your sec- 
tion of the country. 



20 



BULLETIIT 646^ U. S. DEPARTMENT OF AGEICULTUEE. 



i?e/ermces.— Farmers'Bulletins874,272*,331*,411,566,599*. Write 
to the State agricultural college for publications relating to the subject. 




Fig. 10.— Grazing rye. 

Practical exercises. — (1) Students carrying on home projects with 
pigs should provide pasturage and supplementary grazing. At 
least 1 acre of a good permanent pasture should be provided for the 




Fig. 11.— Grazing rape. 

brood sow and her litter of pigs. Seasonal supplementary crops 
should also be grown. At least three-tenths of an acre of each crop 
should be provided for each mature hog. 

* May be obtained only from the Superintendent of Documents, Government Printing Oflace, Wash- 
ington, D. C. 



POEK PRODUCTION FOR RURAL SCHOOLS. 



21 



(2) Make a study of the permanent pastures of the community 
with reference to the type or types of soil used, the kind or kinds of 
grass crop, the period of the year during which grazing is afforded, 
the Hfe in years of each kind of permanent pasture, the method of 
planting or seeding, the number of acres in permanent pasture on 
each farm, the total pasture acreage in the community, the percent- 
age of arable land devoted to pasturage, and the average number of 
hogs an acre of pasture supports. 

Correlations. — Tabulating the information called for in Exercise 2 
provides written work and exercises in arithmetic. 

LESSON IX. 

TOPIC: SANITATION AND DISEASES. 

Time. — Spring. 

Lesson outline. — Sanitation: Hogs should be provided with clean, 
dry, well- ventilated quarters. Feeding places should be kept clean 




Fig. 12.— a cement wallow— a desirable type. 

and the water supply pure. Hogs should be allowed access only to 
streams the sources and courses of which are known to be uncon- 
taminated. Wallows ifig. 12) should be kept clean and suppHed 
constantly with clean water. The houses and immediate premises 
should be thoroughly disinfected (fig. 13) once a month with air- 
slaked lime or a 5 per cent solution of crude carbolic acid. Animals 
that show indications of sickness should be immediately isolated 



22 



BULLETIN 646, U. S. DEPARTMEKT OF AGEICULTUEE. 



and the premises thoroughly disinfected. New hogs brought to the 
farm should be isolated or quarantined for two weeks before they 
are permitted to run with the herd. 

Hog lice : Hogs, and especially young pigs, often suffer much from 
this cause. When numerous, lice are a serious drain on vitality, 
fattening is prevented by them, and hogs so affected are very much 
more subject to disease. To eradicate hce, dip, spray, or rub hogs 
with crude oil, crude-oil emulsion, or kerosene-oil emulsion every 
10 days for three or four applications. 




Fig. 13.— Disinfecting a hog house. 

Mange: (a) This very troublesome affection with hogs is caused 
by a mite or parasite that pricks the skin of the hog to get tissue 
fluid. This injury produces a red spot which finally results in a 
scale under which mites may be found, (b) The symptoms are itch- 
ing followed by a loss of hair and thickening and cracking of the 
skin, (c) Treat mange by applying lime sulphur or nicotine dip 
once every 10 days for three dippings. Hogs should be washed thor- 
oughly with soap, water, and brush before dipping, to remove the 
scales. 

Hog cholera : (a) The real cause of hog cholera is a very small germ 
found in the blood or urine. It may be said that anything which 
tends to lower the health of the animal, such as improper feeding, 
insanitary conditions of hog lots, damp or cold sleeping places, and 



POEK PRODUCTION FOR RURAL SCHOOLS. 



23 



dirty drinking and feeding troughs may be regarded as an indirect 
cause. 

Since the disease can only be started by the introduction of the 
germ into the herd, and the organism is always present in the bodies 
of sick hogs and is thrown off in the feces and urine, the most dan- 
gerous factor in spreading the disease is the sick animal. 

It may get into the herd by sick hogs escaping from a neighboring 
herd, by the purchase of new stock not showing symptoms, by re- 
turning show hogs after visits to fairs or stockyards, and by the 
purchase of hogs which apparently have recovered. 




Fig. 14.— Scrubbing and cleaning the part preparatory to injecting the serum. 

(b) The symptoms are not constant and uniform, therefore the 
disease can not always be diagnosed with absolute certainty. Ani- 
mals suffering from intestinal troubles, indigestion, and poisoning 
exhibit symptoms which closely resemble those of cholera. 

In the early stages, hogs huddle together; have high temperatures 
(105 to 107° F. or higher); are constipated; the feces often streaked 
with blood; a characteristic odor is present; and after the third or 
fourth day diarrhea develops. As death approaches there is usually 
a reddening of the skin on the under surface of the body, snout, and 
ears. This turns into a purple color if death is delayed a day or 
two. There is a discharge of mucus from the eyes. Coughing may 
or may not be present. In chronic cases there is emaciation, and 
patient may linger for days and weeks. 



24 



BULLETIN 646^ U. S. DEPAKTMEKT OF AGRICULTURE. 



(c) Preventionis the better treatment. Separate sick animals from 
the herd at once. Vaccinate (figs. 14 and 15) the apparently healthy 
hogs with antihog-cholera serum. This serum only protects the 
hogs against cholera. It is a preventive and in no wise a cure. It 
is advisable to take the temperature of the hogs. This should not 
be more than 104° F. 

Burn or bury the carcasses of hogs that have died with the disease, 
disinfect aU pens and yards after an outbreak of cholera. Burn all 
manure, litter, and straw, then apply a coat of coal tar. Pens should 
be situated so that they can be properly drained and cleaned. 




Fig. 15.— Injecting the seram in the flank. 

Proper feeding, plenty of exercise, clean pens, and an abundance 
of sunshine will do a great deal toward protecting hogs from cholera. 

Study questions, — What steps should be taken to prevent diseases 
of hogs ? What diseases are most commonly found in the commun- 
ity ? What diseases have proved most serious ? What methods have 
been employed to prevent or to eradicate diseases ? What type or 
types of dipping vats are used in the community ? Have each mem- 
ber of the class describe a vat that is used at his own home or at the 
home of a neighbor. 

Practical exercises. — Make a study of the diseases of hogs in the 
community for the preceding year with reference to the following 



PORK PEODUCTION FOR RURAL SCHOOLS. 25 

points: (a) The kinds of diseases, (6) the number of hogs affected by 
each disease, (c) the treatment used in connection with each disease, 
(d) the number of mature hogs lost from disease, (e) the estimated 
value of such hogs, (/) the number of pigs lost from disease, (g) the 
estimated value of the pigs, (Ji) and the total estimated value of all 
hogs lost from disease. These facts should be tabulated and pre- 
served for study. 

Correlations. — Written work and arithmetic problems are involved 
in the foregoing practical exercises. 

PIG-CLUB WORK. 

In the use of this publication it is suggested that teachers apply 
the facts set forth in the lessons to the activities of the pig-club 
work. For full instructions on pig-club work and record books to 
be used by members of pig clubs, teachers and pupils should write 
to the extension divisions of the State agricultural colleges and to 
the United States Department of Agriculture. 



PUBLICATIONS OF THE U. S. DEPARTMENT OF AGRICULTURE 
RELATING TO HOGS. 

AVAILABLE FOR FREE DISTRIBUTION BY THE DEPARTMENT. 

Feeding Hogs in the South. (Farmers' Bulletin 411.) 

Hog Houses. (Farmers' Bulletin 438.) 

Boys' Pig Clubs. (Farmers' Bulletin 566.) 

Breeds of Swine. (Farmers' Bulletin 765.) 

Castration of Pigs. (Farmers' Bulletin 780.) 

Tuberculosis of Hogs. (Farmers' Bulletin 781.) 

Live Stock Classification at County Fairs. (Farmers' Bulletin 822.) 

Hog Cholera: Prevention and Treatment. (Farmers' Bulletin 834.) 

Swine Management. (Farmers' Bulletin 874.) 

The Self-Feeder for Hogs. (Farmers' Bulletin 906.) 

Killing Hogs and Curing Pork. (Farmers' Bulletin 913.) 

FOR SALE BY THE SUPERINTENDENT OF DOCUMENTS, GOVERNMENT PRINTING 
OFFICE, WASHINGTON, D. C. 

Pasture and Grain Crops for Hogs in the Pacific Northwest. (Farmers' Bulletin 

599.) Price, 5 cents. 
The Hog Industry. (Bureau of Animal Industry Bulletin 47.) Price, 30 cents. 
Etiology of Hog Cholera. (Bureau of Animal Industry Bulletin 72.) Price, 25 

cents. 
Recent Work of Bureau of Animal Industry Concerning Cause and Prevention of 

Hog Cholera. (Separate 484 from Yearbook 1908.) Price, 5 cents. 
Feeding Dried Pressed Potatoes to Swine. (Department Bulletin 596.) Price, 5 

cents. 
Fish Meal as a Feed for Swine. (Department Bulletin 610.) Price, 5 cents. 
Disposal of City Garbage by Feeding to Hogs. (Office Secretary Circular 80.) Price, 

5 cents. 
Swine Judging Suggestions for Pig-Club Members. (Office Secretary Circular 83.) 

Price, 5 cents. 
26 



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